New learning concepts within the German system of vocational education and training.

Autor/inn/en	Bauer, Waldemar; Przygodda, Karin
Titel	New learning concepts within the German system of vocational education and training.
Quelle	In: European educational research journal, 2 (2003) 1, S. 22-40Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 15; Tabellen 2; Abbildungen 8
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.1.8
Schlagwörter	Kompetenz; Vergleich; Bildungssystem; Pilotprojekt; Lernen; Lernprozess; Produktives Lernen; Handlungsorientierung; Lernfeld; Curriculumreform; Fächerübergreifender Unterricht; Berufsausbildung; Duales Ausbildungssystem; Berufsfeld; Betriebliche Berufsausbildung; Analyse; Konzeption; Praxisbezug; Deutschland
Abstract	In 1997, a new curricular framework for vocational education and training (VET) schools - 'learning fields' - was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on 'new learning concepts within the dual vocational education and training system' and involved projects in the construction of learning fields, which were implemented in VET schools. These projects (it was the SELUBA/ NELE pilot project, the BS 2000 pilot project, the GAB pilot project, the BQ 2000 pilot project and the ERKUNDA and KUBE pilot projects) developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields. ( DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)